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  1. Reasoning with Concepts: A Unifying Framework.Peter Gärdenfors & Matías Osta-Vélez - 2023 - Minds and Machines 1 (3):451-485.
    Over the past few decades, cognitive science has identified several forms of reasoning that make essential use of conceptual knowledge. Despite significant theoretical and empirical progress, there is still no unified framework for understanding how concepts are used in reasoning. This paper argues that the theory of conceptual spaces is capable of filling this gap. Our strategy is to demonstrate how various inference mechanisms which clearly rely on conceptual information—including similarity, typicality, and diagnosticity-based reasoning—can be modeled using principles derived from (...)
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  • Reasoning with Concepts: A Unifying Framework.Gardenfors Peter & Osta-Vélez Matías - 2023 - Minds and Machines.
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  • Mind–Language =? The significance of non‐verbal autism.Wolfram Hinzen, Dominika Slušná, Kristen Schroeder, Gabriel Sevilla & Elisabet Vila Borrellas - 2019 - Mind and Language 35 (4):514-538.
    The possibility and extent of thought without language have been subject to much controversy. Insight from non- or minimally verbal humans can inform this debate empirically. Since most such individuals are on the autism spectrum, of which they make up a sizable 25–30%, an important connection between language and autism transpires. Here we propose a model which makes sense of this link and explains why the non-verbal human mind, as present evidence suggests, represents a fundamentally different cognitive phenotype. This model (...)
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  • Explaining early generics: A linguistic model.Otávio Mattos & Wolfram Hinzen - 2021 - Mind and Language 38 (1):256-273.
    Preschoolers naturally form mental representations that capture generic knowledge about object kinds. These have been considered to pose a special explanatory and learning challenge. We here argue for a new deductive model of them, where (i) the representations in question have a linguistic format from the start; (ii) they are inherently structurally simpler compared to reference to individuals or quantifications; and (iii) formed in communicative contexts because communication in humans is linked to language. In this model, specific language‐related resources explain (...)
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  • Guided Embodiment and Potential Applications of Tutor Systems in Language Instruction and Rehabilitation.Manuela Macedonia, Florian Hammer & Otto Weichselbaum - 2018 - Frontiers in Psychology 9:329339.
    Intelligent tutor systems (ITSs) in mobile devices take us through learning tasks and make learning ubiquitous, autonomous, and at low cost (Nye, 2015 ). In this paper, we describe guided embodiment as an ITS essential feature for second language learning (L2) and aphasia rehabilitation (ARe) that enhances efficiency in the learning process. In embodiment, cognitive processes, here specifically language (re)learning are grounded in actions and gestures (Pecher and Zwaan, 2005 ; Fischer and Zwaan, 2008 ; Dijkstra and Post, 2015 ). (...)
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  • Coming from a world without objects.Frauke Hildebrandt, Ramiro Glauer & Gregor Kachel - 2022 - Mind and Language 37 (2):159-176.
    While research on object individuation assumes that even very young children are able to perceive objects as particulars, we argue that the results of relevant studies can be explained in terms of feature discrimination. We propose that children start out navigating the world with a feature‐based ontology and only later become able to individuate objects spatiotemporally. Furthermore, object individuation is a cognitively demanding achievement resting on a uniquely human form of enculturation, namely the acquisition of deictic demonstratives. We conclude by (...)
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  • Toward true integration.Joana Rosselló, Otávio Mattos & Wolfram Hinzen - 2017 - Behavioral and Brain Sciences 40.
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